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Writing A formal email
Elementary level

Description

In this lesson, students will learn how to write a formal letter (a job application). The lesson starts with students having conversations with each other based on given information about Luke Harrison. Once students finish their conversations, they will start reading about a job advertisement. Afterward, students complete Luke's email for the job provided in the advertisement. The lesson ends with students writing emails to apply for a job provided in the coursebook.

Materials

Abc Book
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Main Aims

  • To provide product writing practice of a A formal email in the context of business.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of business.
  • To provide gist reading practice using a text about advertisement for a tourist guide in the context of business.

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

The teacher will ask whether students have applied for a job and written a formal email or not in 1-3 minutes. The teacher may elicit words such as "formal" and "informal" when necessary. Once students finish sharing their experiences, the teacher will ask them to read the provided questions and answer them based on Luke's information in pairs for 2 minutes. The teacher will monitor students while they are talking to each other. ICQ: 1. Are you going to work alone or with a partner? (Partner)         2. What are you going to do? (create questions and answer them) CCQ: 1. Do we write a formal email to our friend or boss? (Boss)

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading.

The teacher will ask students to read the question and complete the blanks in Part 3 with provided information in Part 1 and Part 2 alone for 5 minutes. The teacher will monitor students and help them when they ask questions. Once students finish, the teacher will ask students to check in pairs for 2 minutes. The teacher will ask pairs to answer questions by nominating each pair one question. The teacher will provide answers to students when they finish checking in pairs. ICQ: 1. Are you working alone or with a partner? (Alone)

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

The teacher will use some of the useful language provided in Part 3, such as "Dear Ms....,  I am interested in the job of a tourist guide, I am looking forward to hearing from you," and clarify its meaning for students by using slides and a whiteboard. Also, the outline of writing an email will be presented to students to clarify the structure of writing a formal email. CCQ:1.    Am I informing you about my mail or not? (Yes) 2.    Can I use this while writing about married, unmarried women? (Yes) 3.    Do I want to receive an email soon? (Yes)

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

The teacher asks students to write their email to apply for a job given in Part 4 by considering Parts 2 and 3 while writing their formal email. While students are writing their emails, the teacher will take notes on students' errors. Afterward, students will be asked to check each other's writings in pairs for 2-3 minutes. ICQ: Are you working alone or with a partner? (Alone)

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

The teacher will correct students' errors such as grammar, vocabulary, and punctuation on the board.

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